Title: The physical load on the body as a factor influencing perceptual cognitive functions. Objective: The aim of this study is to determine the relationship between the size of the physical load and the visual-motor response time and the accuracy of the decision-making by junior soccer players. Methods: The fourty two respondents (in an average age of 19 ± 1.2 years) participated in the study. It was the single factor quasiexperimental, multilevel and intragroup in which we tried to reveal the causal relationship between the visual-motor response time and the accuracy of the decision-making depending on the size of the previous physical load. We proposed a diagnostic instrument containing the video of the offensive game situations which would allow simultaneous evaluation of the visual-motor response time (using Dartfish software program) and the accuracy of the decision-making (through experts assessment). Results and discussion: The diagnostic instrument contains sixteen video clips of the offensive game situations according to the highest degree of conformity of the panelists. I used polychoric correlation matrix to express dependencies between each game situation within each group comprising four video clips of the offensive game situations. The results of the matrix (range -0.437 to 0.306)...

Ο βασικός σκοπός της παρούσας εργασίας είναι η διερεύνηση του κατά πόσον: κατά τη διαδικασία επίλυσης μαθηματικού προβλήματος εντός ενός ευνοϊκού μαθησιακού περιβάλλοντος μιας τάξης πρωτοσχολικής ηλικίας, τα παιδιά, αλληλεπιδρώντας μεταξύ τους και με τη νηπιαγωγό, εμπλέκονται σε διεργασίες οι οποίες προάγουν την ανάπτυξη δεξιοτήτων. Ο πιο πάνω σκοπός διερευνάται μέσα από τρία βασικά ερευνητικά ερωτήματα καθένα από τα οποία αναλύεται σε επιμέρους ερωτήματα: 1. πώς λειτουργεί η εκτενής σε χρονική διάρκεια, τακτική (καθημερινή) και οργανωμένη από την νηπιαγωγό ενασχόληση παιδιών με διαδικασία επίλυσης μαθηματικού προβλήματος, μέσα σε ένα ευνοϊκό μαθησιακό περιβάλλον; 2. πώς επιδρά στα παιδιά η διαδικασία επίλυσης μαθηματικού προβλήματος στην ανάπτυξη των δεξιοτήτων (α) εμπλοκής στην επίλυση του μαθηματικού προβλήματος : (i) το παιδί χρησιμοποιεί το υλικό αναπαράστασης του προβλήματος και καταγραφής των λύσεών του με τρόπο που οδηγεί σε επίλυση του προβλήματος; (ii) το παιδί εργάζεται με τρόπο που δείχνει ότι έχει λάβει υπόψη τα δεδομένα του προβλήματος; (iii) το παιδί εργάζεται με τρόπο που οδηγεί σε επίλυση του προβλήματος; (β) ανάπτυξης στρατηγικών επίλυσης του μαθηματικού προβλήματος: (i) ποιες στρατηγικές αναπτύσσουν τα παιδιά κατά τη διαδικασία επίλυσης του κάθε μαθηματικού προβλήματος; (ii) τα παιδιά εφαρμόζουν την ίδια στρατηγική και σε επόμενες διαδικασίες επίλυσης του ίδιου μαθηματικού προβλήματος; (iii) παρατηρείται ανάπτυξη ή βελτίωση της στρατηγικής από τα παιδιά σε επόμενη εφαρμογή της διαδικασίας επίλυσης του ίδιου μαθηματικού προβλήματος; (γ) ανίχνευσης των λύσεων του μαθηματικού προβλήματος: (i) μπορούν τα παιδιά να ανιχνεύσουν όλες τις λύσεις του μαθηματικού προβλήματος (ii) με ποιους τρόπους καταφέρνουν τα παιδιά να ανιχνεύσουν όλες τις λύσεις του προβλήματος; (δ) γραφικής αναπαράστασης των λύσεων του μαθηματικού προβλήματος: (i) πώς επιλέγουν τα παιδιά να αναπαραστήσουν γραφικά τις λύσεις του κάθε προβλήματος; (ii) πώς χρησιμοποιούν τα παιδιά τις γραφικές αναπαραστάσεις των λύσεων του προβλήματος στη διαδικασία επίλυσής του; 3. μπορούν οι γλωσσικές αλληλεπιδράσεις που αναπτύσσονται σε μια τάξη πρωτοσχολικής εκπαίδευσης μεταξύ παιδιών αλλά και μεταξύ παιδιών και νηπιαγωγού να συνεισφέρουν στην επίλυση μαθηματικού προβλήματος; : (ι)σε ποια από τις κατηγορίες σωρευτικός λόγος, λόγος αμφισβήτησης, διερευνητικός λόγος εμπίπτει ο διάλογος μεταξύ παιδιών και πού οδηγεί; (ii) που οδηγεί ο διάλογος μεταξύ παιδιού/παιδιών και νηπιαγωγού; (iii) πού οδηγεί ο μονόλογος του παιδιού; Τα αποτελέσματα δείχνουν ότι (α) μέσα από την αλληλεπίδραση, τόσο μεταξύ τους όσο και με τη νηπιαγωγό, ακόμη και τετράχρονα παιδιά μπορούν να καταστούν ικανά να εφαρμόσουν διαδικασία επίλυσης μαθηματικού προβλήματος (β) η συστηματική, εκτενής και οργανωμένη ενασχόληση παιδιών με διαδικασία επίλυσης μαθηματικού προβλήματος προάγει την ανάπτυξη δεξιοτήτων (γ) βασικό ρόλο στην ανάπτυξη των δεξιοτήτων παίζει η νηπιαγωγός και ο τρόπος με τον οποίο η ίδια οργανώνει το μαθησιακό περιβάλλον της τάξης. Η παρούσα εργασία αποτελείται από τέσσερα Κεφάλαια. Στο πρώτο Κεφάλαιο μελετάται η διαδικασία επίλυσης μαθηματικού προβλήματος στο νηπιαγωγείο και ο όρος του ευνοϊκού μαθησιακού περιβάλλοντος. Ο καθορισμός των στοιχείων του ευνοϊκού μαθησιακού περιβάλλοντος γίνεται μέσα από βιβλιογραφική ανασκόπηση σχετικά με το ρόλο της εκπαιδευτικού στη δημιουργία του όλου περιβάλλοντος και της προαγωγής γλωσσικών αλληλεπιδράσεων μεταξύ της ίδιας και των παιδιών και μεταξύ των παιδιών. Στο δεύτερο Κεφάλαιο αναλύεται η μεθοδολογία της έρευνας. Στο τρίτο Κεφάλαιο παρουσιάζονται και αναλύονται τα δεδομένα της παρούσας έρευνας. Στο τέταρτο, και τελευταίο, Κεφάλαιο συνοψίζονται τα σημαντικότερα ευρήματα της παρούσας εργασίας και διατυπώνονται τα βασικά της συμπεράσματα, μέσα από την απάντηση των ερευνητικών της ερωτημάτων και παρουσιάζονται εισηγήσεις για μελλοντική διερεύνηση ερωτημάτων που προέκυψαν από την παρούσα εργασία. / The aim of this study is to investigate whether: during the process of mathematical problem solving within a favorable learning environment of a pre-school classroom setting, while child-child and child-teacher interaction takes place, children involve themselves in processes promoting skill development. The above hypothesis is studied through three basic research questions, each of which is analysed in further and more specific questions: 1. how does the extensive, frequent (daily) and organized by the teacher, occupation of children with mathematical problem solving process, within a favorable learning environment, function? 2. how does the mathematical problem solving process effect children’s skill development in (a)their involvement in the mathematical problem solving process : (i)can the child use the material created for the mathematical problem representation in a way that leads to the solution of the problem? (ii) does the child’s work show that he/she has considered the problem’s data, (iii) does the child’s work lead to the solution of the mathematical problem? (b)the development of strategies in order to solve the mathematical problem : (i)which strategies do the children develop during the mathematical problem solving process? (ii) do the children apply the same strategy every time they engage in the process of solving the same mathematical problem? (iii) is there a development or an improvement of the children’s strategy during future processes of solving the same mathematical problem? (c)the detection of all possible solutions of a mathematical problem : (i)can children detect all possible solutions of the mathematical problem? (ii) in which ways do the children manage to detect all possible solutions of the mathematical problem? (d)graphically representing the solutions of the mathematical problem : (i)how do children chose to graphically represent the solutions of the mathematical problem? (ii) how do children use graphical representations of problem solutions during the problem solving process? 3. can child-child and child-teacher language interactions, which develop within a pre-school classroom setting, contribute to the problem solving process (i)in which of the categories cumulative talk, investigative talk, exploratory talk does children’s dialogue fall and where does it lead? (ii) where does child-child and child-teacher dialogue lead? (iii) where does child monologue lead? The results show that (a) through child-child and child-teacher interaction children as young as four years old can become capable of applying the mathematical problem solving process, (b) extensive, frequent and organized occupation of young children with the mathematical problem solving process leads to skill development, (c) the teacher’s role is central to the development of skills in the way she organizes the classroom’s learning environment. The present study consists of four chapters. Chapter I studies the problem solving process in pre-school and the term “favorable learning environment”. The determination of the elements of such an environment is established through bibliographical research relative to the teacher’s role in the creation of the classroom environment and the promotion of language interaction between herself and children and between children. Chapter II analyses the methodology of the current study. Chapter III presents and studies the research findings. Chapter IV summarizes the basic findings of the study and presents its conclusions through answering its research questions and gives suggestions for future investigation of questions that have emerged from the present study.

Pour être performant au plus haut niveau, les athlètes doivent posséder une capacité perceptivo-cognitive supérieure à la moyenne. Cette faculté, reflétée sur le terrain par la vision et l’intelligence de jeu des sportifs, permet d’extraire l’information clé de la scène visuelle. La science du sport a depuis longtemps observé l’expertise perceptivo-cognitive au sein de l’environnement sportif propre aux athlètes. Récemment, des études ont rapporté que l’expertise pouvait également se refléter hors de ce contexte, lors d’activités du quotidien par exemple. De plus, les récentes théories entourant la capacité plastique du cerveau ont amené les chercheurs à développer des outils pour entraîner les capacités perceptivo-cognitives des athlètes afin de les rendre plus performants sur le terrain. Ces méthodes sont la plupart du temps contextuelles à la discipline visée. Cependant, un nouvel outil d’entraînement perceptivo-cognitif, nommé 3-Dimensional Multiple Object Tracking (3D-MOT) et dénué de contexte sportif, a récemment vu le jour et a fait l’objet de nos recherches. Un de nos objectifs visait à mettre en évidence l’expertise perceptivo-cognitive spécifique et non-spécifique chez des athlètes lors d’une même étude. Nous avons évalué la perception du mouvement biologique chez des joueurs de soccer et des non-athlètes dans une salle de réalité virtuelle. Les sportifs étaient systématiquement plus performants en termes d’efficacité et de temps de réaction que les novices pour discriminer la direction du mouvement biologique lors d’un exercice spécifique de soccer (tir) mais également lors d’une action issue du quotidien (marche). Ces résultats signifient que les athlètes possèdent une meilleure capacité à percevoir les mouvements biologiques humains effectués par les autres. La pratique du soccer semble donc conférer un avantage fondamental qui va au-delà des fonctions spécifiques à la pratique d’un sport. Ces découvertes sont à mettre en parallèle avec la performance exceptionnelle des athlètes dans le traitement de scènes visuelles dynamiques et également dénuées de contexte sportif. Des joueurs de soccer ont surpassé des novices dans le test de 3D-MOT qui consiste à suivre des cibles en mouvement et stimule les capacités perceptivo-cognitives. Leur vitesse de suivi visuel ainsi que leur faculté d’apprentissage étaient supérieures. Ces résultats confirmaient des données obtenues précédemment chez des sportifs. Le 3D-MOT est un test de poursuite attentionnelle qui stimule le traitement actif de l’information visuelle dynamique. En particulier, l’attention sélective, dynamique et soutenue ainsi que la mémoire de travail. Cet outil peut être utilisé pour entraîner les fonctions perceptivo-cognitives des athlètes. Des joueurs de soccer entraînés au 3D-MOT durant 30 sessions ont montré une amélioration de la prise de décision dans les passes de 15% sur le terrain comparés à des joueurs de groupes contrôles. Ces données démontrent pour la première fois un transfert perceptivo-cognitif du laboratoire au terrain suivant un entraînement perceptivo-cognitif non-contextuel au sport de l’athlète ciblé. Nos recherches aident à comprendre l’expertise des athlètes par l’approche spécifique et non-spécifique et présentent également les outils d’entraînements perceptivo-cognitifs, en particulier le 3D-MOT, pour améliorer la performance dans le sport de haut-niveau. / To perform at the top, athletes must possess a special perceptual-cognitive ability. This talent is the capacity to extract key information from a visual scene and is reflected by sportsmen’s vision and intelligence of play. For a long time, sport science has reported perceptual-cognitive expertise inside the domain-specific sport environment of athletes. But more recently, evidence has shown that expertise could also been reflected outside of this context, in daily activities for instance. Moreover, recent theories surrounding brain plasticity have driven researchers to develop new tools to train perceptual-cognitive skills of athletes in order to increase performance on the field. Those methods are mostly contextual to the athlete’s discipline. However, a new perceptual-cognitive training methodology, called 3-Dimensional Multiple Object Tracking (3D-MOT), which is deprived of sport context, has recently been developed and took a center part in our researches. One of the main objectives was to observe athletes’ specific and non-specific expertise during the same study. We evaluated biological motion perception in soccer players and non-athletes in a virtual reality environment. Sportsmen were systematically more efficient and faster compared to novices when discriminating the direction of the biological motion during a soccer specific exercise (shot) but also during a daily action (walk). The results suggest that athletes are better capable in perceiving human biological motions performed by others. Soccer activity seems to confer a fundamental advantage that goes beyond sport specific functions. Concurrent with those discoveries, we observed the amazing ability of an athlete’s performance to process dynamic and neutral visual scenes. Soccer players outperformed novices throughout the 3D-MOT test which consists in tracking moving targets and simulates perceptual-cognitive skills. Their visual tracking speed and their learning ability were superior. The results confirm previous data obtained by sport experts. The 3D-MOT is an attentional tracking paradigm that stimulates active processing of dynamic visual information. In particular, it targets selective, dynamic and sustained attention, as well as working memory. This tool can be used to train perceptual-cognitive functions of athletes. Soccer players trained with the 3D-MOT throughout 30 sessions have shown an increase in passing decision making (15%) on the field compared to control groups. For the first time, the results demonstrate a perceptual-cognitive transfer from the laboratory to the field following a non-contextual perceptual-cognitive training program. Our research helps to understand athletes’ expertise by using both specific and non-specific approaches and also present perceptual-cognitive training tools, in particular the 3D-MOT technique, to improve performance in sport.

My diploma thesis is focused to innovative approaches in primary schools, and specifically the methods of critical thinking. It describes the theoretical basis of methods of critical thinking, dealing with three-phase model of learning and program Reading and Writing for Critical Thinking. This thesis treats individual critical thinking methods used in conventional lessons non- specialist primary schools. The empirical part of the action research was conducted in the Lauder school in Prague, where the author works as the class teacher. Investigations Research investig of pupils author explores how specific methods is using in the classroom perceive subjectively by pupils. Form of a questionnaire aimed at teachers find out how often teachers use these methods into their lessons, and if the methods of critical thinking are actually effective. The data obtained from the empirical investigation are presented in written and graphical form and are interpreted with regard to the theoretical background of this thesis.

Essa dissertação tem como objetivo analisar o comportamento manipulador relacionado à aplicação de instrumentos de mensuração de competências socioemocionais no ambiente escolar estimulado por duas abordagens que configuram contextos low-stake: o efeito da disseminação da informação sobre essas competências e suas relações com bem-estar e progresso social e da possibilidade dos professores receberem as respostas individuais dos alunos. Para isso, realizou-se um experimento com 2853 alunos de 10 escolas públicas da rede estadual de São Paulo. Os resultados indicam que os alunos são capazes de inflar suas respostas no sentido da desejabilidade social e que as duas abordagens fazem com que os alunos se sintam mais motivados em manipular suas respostas. Além disso, os resultados mostram que a inclusão de uma notificação sobre um mecanismo de detecção de respostas falsas no questionário cria uma barreira e desestimula o comportamento manipulador. / This dissertation aims to examine faking behaviour in personality assessments at schools. Two approaches that create low-stakes environments are investigated: information spreading about non-cognitive skills and their impact on well-being and social progress and the fact that teachers would receive individual students\' answers. Using a CRT technique with 2853 students from 10 São Paulo state public schools, we find that students are capable to fake their answers and these two approaches turn them more motivated to engage in faking. Moreover, we show that a warning about untruthful answers attached to the questionnaire imposes a cost, discouraging faking behaviour

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-04-07T18:32:47Z No. of bitstreams: 1 CAROLINA ROSA CAMPOS.pdf: 3585459 bytes, checksum: ff8320df856df1f736a4caeeb06da635 (MD5) / Made available in DSpace on 2017-04-07T18:32:47Z (GMT). No. of bitstreams: 1 CAROLINA ROSA CAMPOS.pdf: 3585459 bytes, checksum: ff8320df856df1f736a4caeeb06da635 (MD5) Previous issue date: 2017-02-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Considering the importance of the inclusion of the visually impaired regarding issues investigated by Psychology, this research had the objective of continuing a process of building a battery to assess cognitive abilities of visually impaired children. The instrument, consisting of four subtests (verbal reasoning, logical, numerical and memory) which belong to the Intelligence Assessment Battery for Visually Impaired Children (PAIC-DV) and the scale of Teacher?s Perception of Visually Impaired Children?s Intelligence (EPIC-DV), was the target of a series of studies aiming for the investigation of its psychometric qualities. Different samples were used to achieve these goals: 195 children, with 30 visually impaired (type: acquired n = 8; congenital n = 12; degree: low vision n = 23; blindness n = 7) aged between seven and 12 years (M = 9.76; DP = 1.81) and 165 normal vision children, aged between seven and 12 years (M = 11.57; DP = 0.41); 15 teachers, with 10 specialized in service to the visually impaired and 5 regular education teachers, which responded to scale evaluating each of the 195 children. The results of the PAIC-DV pointed to psychometric suitability of the instrument?s factorial structure, inside a model with second-order factor (General Intelligence) and three specific factors related to the subtests Verbal Reasoning, Logical and Numeric (the Memory subtest was not inserted in the analysis). Significant differences were also found related to total scores of each subtest within the group, and normal vision children showed better results in all subtests when compared to children with visual impairment. Significant positive correlations were found in moderate magnitude and weak for most of the results in the comparison between PAIC-DV and BPR-5, as well as between the PAIC-DV and school grades and levels of internal consistency amongst 0.85 and 0.88 for each factor, indicating good precision of the instrument. EPIC-DV results showed content evidence validity through the analysis of judges and construct validity evidence by means of a model with second-order factor (General Intelligence) and four specific factors related to the subtests Verbal Reasoning, Logical, Numerical and Memory. Significant differences were found regarding the performance subtests at all, with the exception of numerical reasoning. The evaluations carried out by the teachers showed better performance of children with visual impairment in all factors (with the exception of numerical reasoning), compared to the evaluations carried out for normal vision children. Regarding the type of disability, a significant difference was found only for verbal reasoning, with better performance of children with congenital deficiency and, in relation to the degree, no significant differences were found for any factor. Considering school grades, few correlations and low magnitude have been found. The reliability, by means of internal consistency ranged from 0.94 to 0.97 for each factor, indicating good accuracy of the instrument. Supplementary analysis made through the investigation of convergent validity evidence, used the BPR-5 that indicated significant negative correlations and weak magnitude from the PAIC-DV with Logical Reasoning and Numerical Reasoning, as well as of the total score of the EPIC-DV with Numerical Reasoning test. Finally, congruence analysis was applied concerning the instruments that structure the battery, whose results indicated significant correlations as moderate positive and weak among the instruments, indicating the possibility that both are used as complements when assessing cognitive aspects of children with visual impairment. We conclude that the studies developed with the instruments brought relevant data about the importance of a specific intelligence assessment instrument for children with visual impairment, and studies with larger samples can enrich and contribute to the expansion in use of the built instrument. / Teniendo en cuenta la importancia de la inclusi?n de la discapacidad visual en las cuestiones investigadas por la psicolog?a, esta investigaci?n tuvo como objetivo continuar con el proceso de construcci?n de una bater?a de pruebas para evaluar las capacidades cognitivas de los ni?os con discapacidad visual. El instrumento consta de cuatro pruebas de rendimiento (razonamiento verbal, l?gico, num?rico y memoria) que pertenece a la Bater?a de Evaluaci?n de Inteligencia para ni?os con discapacidad visual (PAIC-DV) y la Escala de Percepci?n de Maestros acerca de la inteligencia de ni?os con discapacidad visual (EPIC -DV), que fue objeto de una serie de estudios para investigar sus cualidades psicom?tricas. Diferentes muestras se utilizaron para alcanzar estas metas: 195 ni?os, 30 discapacitados visuales (tipo: Adquirida n = 8; cong?nita n = 12; grado: baja visi?n n = 23; ceguera n = 7) con edades comprendidas entre siete y 12 a?os ( M = 9.76, SD = 1.81) y 165 ni?os videntes, con edades comprendidas entre siete y 12 a?os (M = 11,57, SD = 0,41); 15 profesores, 10 especializados en el servicio a personas con discapacidad visual y 5 maestros de escuelas regulares, que respondieron a la escala de evaluaci?n de cada uno de los 195 ni?os. Los resultados de la PAIC-DV se?alaron adecuaci?n psicom?trica de la estructura factorial del instrumento dentro de un modelo con un factor de segundo orden (inteligencia general) y tres factores espec?ficos relacionados con las pruebas de razonamiento verbal, l?gico y num?rico (prueba memoria no fue insertado en el an?lisis). Tambi?n se encontraron diferencias significativas en relaci?n al total de cada prueba en relaci?n con el grupo. Los ni?os con visi?n han obtenido mejores resultados en todas las pruebas en comparaci?n con los ni?os con discapacidad visual. En cuanto al tipo de discapacidad, no se encontraron diferencias significativas, y s?lo la prueba de la memoria mostr? diferencias significativas a favor de los ni?os con baja visi?n. Se encontraron correlaciones significativas positivas de magnitud moderada y baja para la mayor?a de los resultados en comparaci?n entre PAIC-DV y BPR-5, as? como entre PAIC-DV y los a?os escolares. Los ?ndices de consistencia interna estuvieron entre 0,85 y 0,88 para cada factor, lo que indica buen instrumento de precisi?n. Los resultados de EPIC-DV mostraron evidencia de la validez de contenido, a trav?s del an?lisis de los jueces y validez de contenido de pruebas por medio de un modelo con un factor de segundo orden (inteligencia general) y cuatro factores espec?ficos relacionados con las pruebas razonamiento verbal, l?gico, num?rico y la memoria. No se encontraron diferencias significativas con respecto al rendimiento en todas las pruebas, excepto por el razonamiento num?rico. La evaluaci?n hecha por los profesores indicaron un mejor rendimiento de los ni?os con discapacidad visual en todos los factores (excepto para el razonamiento num?rico), en comparaci?n con las evaluaciones para los ni?os videntes. En cuanto al tipo de discapacidad, no se encontraron diferencias significativas, s?lo para el razonamiento verbal, con un mejor rendimiento de los ni?os con discapacidad cong?nita y en relaci?n al grado, no hubo diferencias significativas para cualquier factor. En cuanto a los a?os escolares, se encontraron pocas correlaciones y baja magnitud. La precisi?n a trav?s de la consistencia interna vari? de 0,94 a la 0,97 para cada factor, lo que indica buen instrumento de precisi?n. Posterior an?lisis de investigaci?n de validez convergente con la BPR-5 ha indicado correlaciones significativas negativas y de baja magnitud de PAIC-DV con el Razonamiento L?gico y el factor de Razonamiento Num?rico, as? como el total de la EPIC -DV con la prueba de Razonamiento Num?rico. Por ?ltimo, se realiz? un an?lisis de congruencia entre los instrumentos que componen la bater?a y la escala. Los resultados mostraron correlaciones significativas moderadas y d?biles positivas entre los instrumentos de forma que indique la posibilidad de que ambos se utilizan de manera complementaria en la evaluaci?n cognitiva de los ni?os con discapacidades visual. Se concluye que los estudios llevados a cabo con el instrumento trajeron datos relevantes sobre la importancia de un instrumento espec?fico para evaluar la inteligencia de los ni?os con discapacidad visual y que los estudios con muestras m?s grandes pueden enriquecer y contribuir a la expansi?n del uso del instrumento construido. / Considerando a necessidade da inclus?o do deficiente visual nas quest?es investigadas pela Psicologia, bem como a garantia de igualdade nas avalia??es psicol?gicas realizadas, essa pesquisa teve como objetivo a continua??o do processo de constru??o de uma bateria de testes para avalia??o das habilidades cognitivas de crian?as deficientes visuais. O instrumento, composto por quatro subtestes de execu??o (racioc?nio verbal, l?gico, num?rico e mem?ria) pertencentes ? Provas de Avalia??o da Intelig?ncia para Crian?as Deficientes Visuais (PAIC- DV) e pela Escala de Percep??o de Professores da Intelig?ncia de Crian?as deficientes visuais (EPIC-DV), foi alvo de uma s?rie de estudos visando a investiga??o das suas qualidades psicom?tricas. Diferentes amostras foram utilizadas para alcan?ar esses objetivos: 195 crian?as, sendo 30 deficientes visuais (tipo: adquirida n= 8; cong?nita n=12; grau: baixa vis?o n= 23; cegueira n= 7) com idades entre sete e 12 anos (M= 9,76; DP= 1,81) e 165 crian?as normovisuais, com idades entre sete e 12 anos (M= 11,57; DP= 0,41); 15 professores, sendo 10 especializados no atendimento a deficientes visuais e 5 professores de ensino regular, os quais responderam a escala avaliando cada uma das 195 crian?as, assim como um grupo de ju?zes especialistas na ?rea de avalia??o psicol?gica. Os resultados do conjunto PAIC-DV apontaram adequa??o psicom?trica da estrutura fatorial do instrumento, dentro de um modelo com fator de segunda ordem (intelig?ncia geral) e tr?s fatores espec?ficos relacionados aos subtestes Racioc?nio Verbal, L?gico e Num?rico. Foram encontradas diferen?as significativas em rela??o ao total de acertos de cada subteste em rela??o a grupo (crian?as normovisuais apresentaram melhores resultados em todos os subtestes em compara??o com as crian?as com defici?ncia visual), o mesmo n?o ocorrendo em rela??o ao tipo de defici?ncia (somente o subteste de Mem?ria apresentou diferen?as significativas a favor das crian?as com baixa vis?o). Foram encontradas correla??es significativas positivas de magnitude moderada e fraca para a maioria dos resultados na compara??o entre PAIC-DV e BPR-5, bem como entre o conjunto PAIC-DV e as notas escolares, tomados como crit?rio externo. ?ndices de consist?ncia interna entre 0,85 e 0,88 foram encontrados para cada fator, indicando boa precis?o do instrumento. Os resultados da EPIC-DV, por sua vez, apresentaram evid?ncias de validade de conte?do, por meio da an?lise de ju?zes e evid?ncias de validade de construto por meio de um modelo com fator de segunda ordem (intelig?ncia geral) e quatro fatores espec?ficos relacionados aos subtestes Racioc?nio Verbal, L?gico, Num?rico e Mem?ria. Diferen?as significativas em rela??o ao desempenho em todos os subtestes, com exce??o do racioc?nio num?rico, a favor das crian?as com defici?ncia visual em todos os fatores (com exce??o do racioc?nio num?rico). Em rela??o ao tipo de defici?ncia, diferen?a significativa foi encontrada apenas para o racioc?nio verbal, com melhor desempenho das crian?as com defici?ncia cong?nita e, em rela??o ao grau, n?o foram encontradas diferen?as significativas para nenhum fator. Em rela??o ?s notas escolares, poucas correla??es e de baixa magnitude foram encontradas. A precis?o, por meio da consist?ncia interna variou entre 0,94 e 0,97 para cada fator, indicando boa precis?o do instrumento. An?lise complementar, por meio da investiga??o de evid?ncias de validade convergente, usando-se a Bateria de Provas de Racioc?nio 5 indicou correla??es significativas negativas e de magnitude fraca da PAIC-DV com o fator Racioc?nio L?gico e Racioc?nio Num?rico, bem como do Total da EPIC-DV com a prova de Racioc?nio Num?rico. Por fim, foi realizada an?lise de congru?ncia entre os instrumentos que comp?em a bateria, cujos resultados indicaram correla??es significativas positivas moderadas e fracas entre os instrumentos, de modo a indicar a possibilidade de que ambos sejam usados de forma complementar na avalia??o cognitiva de crian?as com defici?ncia visual. Conclui-se que os estudos desenvolvidos com o instrumental trouxeram dados relevantes quanto ? import?ncia de um instrumento espec?fico de avalia??o da intelig?ncia para crian?as com defici?ncia visual e que, estudos com amostras maiores podem enriquecer e contribuir para a expans?o do uso do instrumento constru?do.

Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.

In der vorliegenden Studie wurde sowohl der Einfluss des Schulanteils an Kindern mit einer anderen Muttersprache als Deutsch auf die Sprachleistung (Leseverständnis, Wortschatz und Rechtschreibung) deutschsprachiger Kinder als auch jener des Anteils deutschsprachiger Kinder auf die Sprachleistung von Kindern mit Migrationshintergrund untersucht. Es nahmen 211 Kinder aus der vierten Grundschulstufe, 84 mit Deutsch als Muttersprache (39.8%) und 127 mit einer anderen Muttersprache als Deutsch (60.2%), teil. Kognitive Grundfähigkeiten und der sozioökonomische Hintergrund wurden miterhoben. Die mehrebenenanalytische Auswertung zeigte Effekte der kognitiven Grundfähigkeiten und des sozioökonomischen Hintergrundes auf die Sprachleistung. Die ethnische Zusammensetzung der Schule war nicht bedeutsam. Bei Kindern mit Migrationshintergrund erwies sich der Zeitpunkt des Spracherwerbs als wichtig für die Sprachleistung. Ein möglichst frühzeitiger Erwerb der Sprache des Einwanderungslandes ist daher dringend zu empfehlen. (Autor/inn/enref.) / Series: Discussion Paper Series / Center for Empirical Research Methods

Cette thèse se compose de trois essais sur l’éducation et la cohésion sociale dans les pays en développement, et plus particulièrement en Égypte et en Indonésie. Le premier chapitre analyse les comportements des ménages en Égypte, notamment l’investissement pour l’éducation et la santé, suite à la révolution de 2011, que nous interprétons ici comme un environnement instable. Pour étudier les effets du déclenchement de la révolution Égyptienne, nous combinons l’enquête représentative des ménages avec un enregistrement statistique unique de toutes les personnes arrêtées, blessées ou tuées lors des manifestations politiques dans le pays. Nos résultats montrent que les ménages adaptent considérablement leur comportement dans un contexte politique instable. Le deuxième chapitre analyse les conséquences des tremblements de terre sur l’éducation et les mesures de santé des enfants en Indonésie. Nous constatons que les résultats en matière d’éducation et de santé des enfants sont négativement affectées lorsqu’un ménage subit un tremblement de terre, avec une certaine hétérogénéité selon l’âge et le sexe de l’enfant. Le troisième chapitre analyse les effets du favoritisme ethnique dans l’attribution des transferts gouvernementaux aux ménages suite à une catastrophe naturelle Les résultats suggèrent que bien que tous les ménages d’un même village soient affectées, les ménages les plus susceptibles de recevoir des transferts gouvernementaux sont ceux qui partagent la même origine ethnique que le leader de la communauté. Mes conclusions démontrent également que dans les villages ou le favoritisme ethnique est répandu, la confiance entre groupes ethniques s’est réduite entre 2007 et 2014. / This thesis is a collection of three independent essays in empirical development economics, with a particular focus on the study of mechanisms that impact education and social cohesion in Egypt and Indonesia. The first chapter analyses the effects of the Egyptian Revolution on education and health spendings as well as savings. We construct a new measure of revolution intensity and match a representative household panel survey data with a unique statistical record that documents the number of arrested, injured and deaths during the uprisings in Egypt. We find that households significantly adapt their behaviour in a politically unstable environment. The second chapter analyses the short and long-term effects of earthquakes on children’s education and health outcomes. Findings rely on individual-level panel data from large-scale household surveys combined with precise measures of local ground tremors obtained from a US Geological Survey database. Results suggest that children’s education and health out-comes decrease with some heterogeneity by age and gender. The third chapter identifies ethnic favouritism in the distribution of post-disaster aid at household level in the context of Indonesia. Results show that co-ethnic households are more likely to receive post-disaster relief transfers than households that were equally affected by a natural disaster, but do not share the same ethnicity as the community leader. Results also suggest that ethnic favouritism significantly reduces social cohesion measured by trust in affected communities.Keywords: Education; Health; Cognitive skills; Critical age; Post-disaster aid; Household savings; Trust; Natural disaster; Political instability; Ethnic diversity; Ethnic favouritism; Egypt; Indonesia.

Essa dissertação tem como objetivo analisar o comportamento manipulador relacionado à aplicação de instrumentos de mensuração de competências socioemocionais no ambiente escolar estimulado por duas abordagens que configuram contextos low-stake: o efeito da disseminação da informação sobre essas competências e suas relações com bem-estar e progresso social e da possibilidade dos professores receberem as respostas individuais dos alunos. Para isso, realizou-se um experimento com 2853 alunos de 10 escolas públicas da rede estadual de São Paulo. Os resultados indicam que os alunos são capazes de inflar suas respostas no sentido da desejabilidade social e que as duas abordagens fazem com que os alunos se sintam mais motivados em manipular suas respostas. Além disso, os resultados mostram que a inclusão de uma notificação sobre um mecanismo de detecção de respostas falsas no questionário cria uma barreira e desestimula o comportamento manipulador. / This dissertation aims to examine faking behaviour in personality assessments at schools. Two approaches that create low-stakes environments are investigated: information spreading about non-cognitive skills and their impact on well-being and social progress and the fact that teachers would receive individual students\' answers. Using a CRT technique with 2853 students from 10 São Paulo state public schools, we find that students are capable to fake their answers and these two approaches turn them more motivated to engage in faking. Moreover, we show that a warning about untruthful answers attached to the questionnaire imposes a cost, discouraging faking behaviour